Experiences of School Administrators During Limited Face-to-Face Classes
Abstract
Limited face-to-face classes involve limiting students’ daily attendance at face-to-face sessions on campus. This study explored the lived experience of 10 school administrators in implementing limited face-to-face classes in Central Visayas, Philippines. These administrators were part of the state universities and colleges that practiced limited face-to-face classes after the Philippine government decided to reopen the classes, guided by the implementation guidelines through a CHEd Joint Memorandum Circular, after the lockdowns in the COVID-19 pandemic. These administrators had been part of the universities and colleges for two years before the pandemic. This study employed a descriptive phenomenological research design, utilized a semi-structured interview guide, and used Collaizi’s seven steps to analyze the data. The findings revealed that the universities and colleges made academic adjustments to the curriculum, the teaching and learning strategies, and teacher professional development. Emotional and psychological support was also provided to schools to nurture the well-being of the students, teachers, and staff. Communication and collaboration inside the school and with the stakeholders were promoted. Despite the newness of the phenomena, the limited face-to-face implementation was positively carried out. Research related to full face-to-face may be conducted.
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